This document outlines the objectives, content, activities, and assessment for a workshop-based paper for a B.Ed. curriculum course. The objectives are for teacher trainees to develop skills in interpreting texts while considering context and diversity, and reflecting on curricular practices. The paper is divided into two sections - on analyzing context and diversity in texts, and reflecting on curricular activities. Each section includes conceptual terms and lists 10 activities for student groups to complete, such as analyzing texts for biases or reflecting on a microteaching experience. Students will be evaluated based on their group presentations and submissions for each section. Assessment includes both internal evaluations of the activities and an external review committee examination.

1. Dr Rohit Bagthariya
Assistant Professor
H M Patel Institute of English Training and Research
Vallabh Vidyanagar

2. OBJECTIVES
The teacher trainee will be able:
 to identify and relate to the context and diversity exhibited in
the text.
 develop skill of interpretation and reflection in relation with the
text.
 to relate to the purpose of conducting various microteaching,
curricular and co-curricular activities.
 Develop skills and ability to reflect in action and on action

3. • Paper is divided into two sections.
• Section A: CONTEXT AND DIVERSITY IN TEXT
• Section B: REFLECTIONS ON CURRICUULAR PRACTICES
• For each section a list of words to develop conceptual understanding of
the selected concepts is listed.
• All these terms appear at one point or other during the course of B.Ed.
Curriculum.
SYLLABUS STYLE

4. • This is a workshop based paper.
• For each section two full days of 7 hrs. each are to be allotted.
• There are 10 Activities listed in Section A and Section B. Each
group of student will select one activity from each section.
• It is expected that in charge teacher should ensure the selection of
at least 3 activities from each Section.
MODE OF TRANSACTION

5. 4 Days @ 7 hrs. each
2 Days for each section. (any convenient two full Day)
1st Day
Three Sessions
1st : Orientation- Introduction to concepts,
Activities and selection of activities (2 hrs.)
2nd: Group work (3-5) to complete the activity (5
hrs.)
2nd Day
3rd: Presentation of activity (7-10 min.) in groups
through creative & diverse modes (7 hrs.) Can be
continued in assembly
MODE OF TRANSACTION

6. • It can be in the form of some journal /
activity / presentation or any other creative
mode desired by the student.
Mode of Submissions

7. • Internal: Student will be evaluated on the basis of 7-10 min. presentation
and the submission they will make for each section.
• Submission on Section A – 7.5 Marks (Performance Based Assessment)
• Submission on Section B – 7.5 Marks (Performance Based Assessment)
• External: External Review Committee at the institutional level will assess
the teacher trainee
• Submissions of Section A and B – 25 Marks
• Viva voce – 10 Marks
• Total Marks: 50 Internal: 15; External: 35
Scheme of Assessment

8. Thank You
Any
Questions?

9. CONTEXT AND DIVERSITY IN TEXT
• section focus on developing the reading and
comprehending ability of the teacher trainee
with reference to text and develop skills for
verbally, visually kinesthetically reflecting on the
same.
1.1 Conceptual Understanding
1.2 Davis‘s nine potential component skills of
comprehension
1.3 Reading Strategies

10. • Select a text (at least a lesson of 4-5 pages) from the text book of your choice. Identify the
context, diversity and values inherent in the text. State the authors purpose of the text and
Reflect upon your understanding for the same.
• Select a text (at least a lesson of 4-5 pages) from the text book of your choice. Paraphrase the text and
redesign the pages of the text in creative ways.
• Narrate a story with true events (a current news piece from newspaper related to current events or any
incidence can be selected). Re-telling the account - in one ‘s own words / reflect your views / allow
different viewpoints to be presented from different points of view (taking turns in a smaller group)
• Select a text from school text book which describes an event /case study/narration etc.
Identify the cultural/social/gender relations prevalent during the describe period and
present it in audio/visual/ audio-visual form other than the text.
• Select an event based text from school text book and elaborate on the history before the
events listed in the book. Identify the cultural/gender/social biases/thoughts/ideas
inherent during the given period. Present it in audio/visual/audio-visual form other than
the text.
Activities

11. REFLECTIONS ON CURRICUULAR PRACTICES
• This section focus on providing opportunities of reflection to
teacher trainee with reference to curricular practices and
school internship activities and develop skills for verbally,
visually kinesthetically reflecting on the same.
2.1 Conceptual Understanding: Reflective learning, Reflective Diary,
stages of reflection
2.2 Reflection in action, reflection on action –Donald Schon

12. • Select a text analyses the structure of the article, identifying sub-headings, key words, sequencing of
ideas, use of concrete details, illustrations and/or statistical representations (guided working in pairs)
• Reflect upon your experiences that helped you in transforming the theory taught to you and practice
that you adopted related with microteaching skills.
• Select an event related to microteaching and reflect upon the experiences of preparing and presenting
the skill and the process of thinking at the time of teaching.
• Select an event related to any curricular or co-curricular activity in which you have participated. List
down the sequence of the events and elaborate at least one/two events during the process which might
have weakened/strengthened/changed your thoughts/attitude.
• Researching and select an article of your choice. Research on the chain of events and develop a journal
related to the event.
Activities